CUBE AND PYRAMID (ORIGAMI)

Peer Assessment (Materi Recsam)

Assessing Learning

Peer and Self Assessment

Peer Assessment

One of the ways in which students internalize the characteristics of quality work is by evaluating the work of their peers. However, if they are to offer helpful feedback, students must have a clear understanding of what they are to look for in their peers' work. The instructor must explain expectations clearly to them before they begin.

One way to make sure students understand this type of evaluation is to give students a practice session with it. The instructor provides a sample writing or speaking assignment. As a group, students determine what should be assessed and how criteria for successful completion of the communication task should be defined. Then the instructor gives students a sample completed assignment. Students assess this using the criteria they have developed, and determine how to convey feedback clearly to the fictitious student.

Students can also benefit from using rubrics or checklists to guide their assessments. At first these can be provided by the instructor; once the students have more experience, they can develop them themselves. An example of a peer editing checklist for a writing assignment is given in the popup window. Notice that the checklist asks the peer evaluator to comment primarily on the content and organization of the essay. It helps the peer evaluator focus on these areas by asking questions about specific points, such as the presence of examples to support the ideas discussed.

For peer evaluation to work effectively, the learning environment in the classroom must be supportive. Students must feel comfortable and trust one another in order to provide honest and constructive feedback. Instructors who use group work and peer assessment frequently can help students develop trust by forming them into small groups early in the semester and having them work in the same groups throughout the term. This allows them to become more comfortable with each other and leads to better peer feedback.

Self Assessment

Students can become better language learners when they engage in deliberate thought about what they are learning and how they are learning it. In this kind of reflection, students step back from the learning process to think about their language learning strategies and their progress as language learners. Such self assessment encourages students to become independent learners and can increase their motivation.

The successful use of student self assessment depends on three key elements: Goal setting, Guided practice with assessment tools, Portfolios

Goal setting

Goal setting is essential because students can evaluate their progress more clearly when they have targets against which to measure their performance. In addition, students' motivation to learn increases when they have self-defined, and therefore relevant, learning goals.

At first, students tend to create lofty long-range goals ("to speak Russian)" that do not lend themselves to self assessment. To help students develop realistic, short-term, attainable goals, instructors can use a framework like SMART goals outline shown in the popup window.

One way to begin the process of introducing students to self-assessment is to create student-teacher contracts. Contracts are written agreements between students and instructors, which commonly involve determining the number and type of assignments that are required for particular grades. For example, a student may agree to work toward the grade of "B" by completing a specific number of assignments at a level of quality described by the instructor. Contracts can serve as a good way of helping students to begin to consider establishing goals for themselves as language learners. 

Guided practice with assessment tools

Students do not learn to monitor or assess their learning on their own; they need to be taught strategies for self monitoring and self assessment. Techniques for teaching students these strategies are parallel to those used for teaching learning strategies (see Motivating Learners). The instructor models the technique (use of a checklist or rubric, for example); students then try the technique themselves; finally, students discuss whether and how well the technique worked and what to do differently next time.

In addition to checklists and rubrics for specific communication tasks, students can also use broader self-assessment tools to reflect on topics they have studied, skills they have learned, their study habits, and their sense of their overall strengths and weaknesses. An example of such a tool appears in the popup window.

Students can share their self-assessments with a peer or in a small group, with instructions that they compare their impressions with other criteria such as test scores, teacher evaluations, and peers' opinions. This kind of practice helps students to be aware of their learning. It also informs the teacher about students' thoughts on their progress, and gives the teacher feedback about course content and instruction. 

Portfolios

Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas. The student participates in the selection of portfolio content, the development of guidelines for selection, and the definition of criteria for judging merit. Portfolio assessment is a joint process for instructor and student.

     Portfolio assessment emphasizes evaluation of students' progress, processes, and performance over time. There are two basic types of portfolios:

a.      A process portfolio serves the purpose of classroom-level assessment on the part of both the instructor and the student. It most often reflects formative assessment, although it may be assigned a grade at the end of the semester or academic year. It may also include summative types of assignments that were awarded grades.

b.     A product portfolio is more summative in nature. It is intended for a major evaluation of some sort and is often accompanied by an oral presentation of its contents. For example, it may be used as a evaluation tool for graduation from a program or for the purpose of seeking employment.

In both types of portfolios, emphasis is placed on including a variety of tasks that elicit spontaneous as well as planned language performance for a variety of purposes and audiences, using rubrics to assess performance, and demonstrating reflection about learning, including goal setting and self and peer assessment.

Portfolio characteristics:

1. Represent an emphasis on language use and cultural understanding
2. Represent a collaborative approach to assessment
3. Represent a student's range of performance in reading, writing, speaking, and listening as well as cultural understanding
4. Emphasize what students can do rather than what they cannot do
5. Represent a student's progress over time
6. Engage students in establishing ongoing learning goals and assessing their progress towards those goals
7. Measure each student's achievement while allowing for individual differences between students in a class
8. Address improvement, effort, and achievement
9. Allow for assessment of process and product
10. Link teaching and assessment to learning

Materi Recsam 2012 (4 Pillars of Education)

Cinta Sejati Habibie dan Ainun penyanyi Bunga Citra Lestari

Manakala hati menggeliat mengusik renungan
Mengulang kenangan saat cinta menemui cinta
Suara sang malam dan siang seakan berlagu
Dapat aku dengar rindumu memanggil namaku

Saat aku tak lagi di sisimu
Ku tunggu kau di keabadian

Aku tak pernah pergi, selalu ada di hatimu
Kau tak pernah jauh, selalu ada di dalam hatiku
Sukmaku berteriak, menegaskan ku cinta padamu
Terima kasih pada maha cinta menyatukan kita

Saat aku tak lagi di sisimu
Ku tunggu kau di keabadian

Cinta kita melukiskan sejarah
Menggelarkan cerita penuh suka cita
Sehingga siapa pun insan Tuhan
Pasti tahu cinta kita sejati

Saat aku tak lagi di sisimu
Ku tunggu kau di keabadian

Cinta kita melukiskan sejarah
Menggelarkan cerita penuh suka cita
Sehingga siapa pun insan Tuhan
Pasti tahu cinta kita sejati

Lembah yang berwarna
Membentuk melekuk memeluk kita
Dua jiwa yang melebur jadi satu
Dalam kesunyian cinta

Cinta kita melukiskan sejarah
Menggelarkan cerita penuh suka cita
Sehingga siapa pun insan Tuhan
Pasti tahu cinta kita sejati

ORIGAMI

ORIGAMI（折り紙）

GEOMETRY　

YOSHIHIRO ASANO

　　　　　　　　　　　　　　　　（JICA VOLUNTEER）

Introduction 

In this course , I share the presence of regular polyhedron with you at the same time while introducing the Japanese traditional culture “ORIGAMI” . “ORIGAMI”  is the Japanese paper craft . But I'm using some method other than “ORIGAMI” in somewhere . I prove first the existence of five regular polyhedra , but this proof is not intuitive and boring . Everyone can intuitively understand this to make five regular polyhedra with “ORIGAMI” .  Let’s try !!   

Why there are only 5 regular polyhedra ?

(If you are interested, please try to read .)

Euler characteristic .     f + v － e = 2 

 f , v and e is the number of face ,vertices and edges of a polyhedron respectively .

(This proof is put on at the end of this paper .)

1 ,  The face is equilateral triangle and three faces are gathered into one vertex .

     3f = 2e    3v = 2e  and  f + v － e = 2

   We solve this simultaneous equation .

     f = 4

  So , in this case this regular polyhedron is regular tetrahedron .

2, The face is equilateral triangle and four faces are gathered into one vertex .

   3f = 2e    4v = 2e  and  f + v － e = 2

We solve this simultaneous equation .

     f = 8

  So , in this case this regular polyhedron is regular octahedron

3, The face is equilateral triangle and five faces are gathered into one vertex .

   3f = 2e    5v = 2e  and  f + v － e = 2

We solve this simultaneous equation .

     f = 20

  So , in this case this regular polyhedron is regular icosahedron .

When the face is an equilateral triangle , it is impossible more than five faces gather into one vertex. We see this in the experiment .

4, The face is square and three faces are gathered into one vertex .

   4f = 2e    3v = 2e  and  f + v － e = 2

We solve this simultaneous equation .

     f = 6

So , in this case this regular polyhedron is regular hexahedron .

When the face is a square , it is impossible more than three faces gather into one vertex.

5, The face is regular pentagon and three faces are gathered into one vertex .

   5f = 2e    3v = 2e  and  f + v － e = 2

We solve this simultaneous equation .

     f = 12

So , in this case this regular polyhedron is regular dodecahedron .

Why other types of polyhedron does not exist ?

The face is n-regular polygon .

r is the number           of faces that are gathered into one vertex .

Case A　If  n = 3 ( triangle) and r ≧ 6 .

        f + v － e = 2   ,    3f = 2e   ,   rv = 2e   

       We solve this simultaneous equation .

      (2/r －1/3)e = 2    

      From r ≧ 6 ,  2/r ≦ 1/3  .   So  2/r －1/3 ≦ 0

      e is negative .  This is the contradiction !

There for  r < 6

Case B　If  n = 4 (square) and r ≧ 4 .

        f + v － e = 2   ,    4f = 2e   ,   rv = 2e   

       We solve this simultaneous equation .

      (2/r －1/2)e = 2   

      From r ≧ 4 ,  2/r ≦ 1/2  .   So  2/r －1/2 ≦ 0

      e is negative .  This is the contradiction !

There for  r < 4

Case C　If  n = 5  (pentagon) and r ≧ 4 .

        f + v － e = 2   ,    5f = 2e   ,   rv = 2e   

       We solve this simultaneous equation .

      (2/r －3/5)e = 2   

      From r ≧ 4 ,  2/r ≦ 1/2 ≦ 3/5 .   So  2/r －3/5 ≦ 0

      e is negative .  This is the contradiction !

There for  r < 4

Case D　If  n ≧6   and r ≧ 3 .

        f + v － e = 2   ,    nf = 2e   ,   rv = 2e   

       We solve this simultaneous equation .

      (2/r + 2/n －1)e = 2   

      From n ≧ 6 , 2/n ≦ 1/3   and  2/r ≦ 2/3 . 

 So  2/r + 2/n －1 ≦ 0

      e is negative .  This is the contradiction !

There for , there is no regular polyhedra in this case . 

Proof is over

Proof of Euler characteristic .

We think the case was removed the removable edge from some polyhedron like as following drawing . 

We can consider the relationship between vertices , edges and faces of the shape are the same as polyhedron C.   f, v, and e are respectively the number of faces, vertices and edges of the original polyhedron respectively . F, V, and E are respectively the number of faces, vertices and edges of the new polyhedron respectively .    

Case1                                      Case2

 F = f－1　, V = v － 2 , E = e － 3 　　      F = f－1　, V = v － 1 , E = e － 2

   F + V － E = f + v － e　                     F + V － E = f + v － e

Case3

 F = f－1　, V = v  , E = e － 1

  F + V － E = f + v － e

Case 4

Next we think the case to bring together the two vertices .

F = f  , V = v －1　, E = e －1

F + V －E　= f + v －e

The simplest polyhedron is a tetrahedron and f + v － e = 2 in a tetrahedron .

So,  f + v － e = 2 in all polyhedron .

Proof is over.

How to make an equilateral triangle parts

How to make square parts